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Evolution in the College Classroom

Facilitating Conversations about Science and Religion

Matthew Nisbet is professor of communication at Northeastern University and a Committee for Skeptical Inquiry scientific consultant. From 1997 and 1999, he was public relations director for CSI.

For most American college students, their first serious encounter with the theory of evolution may come as part of an introductory biology course. As surprising as this might sound, the unfortunate reality is that in many high schools across the country evolution is often avoided or covered superficially as part of a crammed science curriculum, taught by teachers who are underqualified and poorly supported (Friedrichsen et al. 2016).

The lack of prior familiarity with evolution presents a particular challenge to religious students who are likely to have questions about how to reconcile what they are learning in the college classroom with their own faith. Surveys indicate that more than half of all students enrolled in introductory biology courses believe in God and consider themselves religious. If their questions about science and faith go unaddressed as part of their coursework, research suggests that learning is likely to be inhibited. Even though a religious student may successfully complete exams and assignments that test their knowledge of evolutionary science, their scores may not reflect a deeper acceptance of what they learned. These students may leave a course still doubting whether evolution is the best (and only) scientific explanation for the diversity of life on Earth (Barnes and Brownwell 2016).

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